The Teacher Didn't Know My Child Is Autistic

One of the most important aspects of nurturing a child with autism
is to expand on their language and communication.

I'm going to draw on a real, practical example to illustrate the importance
of these skills, so please do make sure you read every word of this email.

The first thing you must do is distinguish between language and communication.

Language involves putting a group of words together and delivering a message,
exactly as I am doing right now.

Communication can involve gestures. For example, let's say your child really
wants an ice cream.  Your child might tug at your shirt, grab you by the hand,
lead you into the kitchen and point to the freezer. That's communication.

[Give them what they need now]

Your child didn't have to use any words, yet they're still communicating. It's
important to increase both language and communication in your child's life
and if you think about when we talk, we use words and we use gestures in an
instinctive manner.

Years ago I worked with a beautiful little girl named Marcy. She
had a limited vocabulary and she was definitely a child that
had better receptive language skills (i.e. the ability to listen to
and understand what is communicated to her) as opposed to
expressive language skills (i.e. the ability to convey our thoughts
into words with meaning).

One day, Marcy's mother came to me and she said "The school
is saying that she doesn't know her colors and I know she knows
her colors".

I also knew that she knew her colors and so did the speech
therapist.

So the family sent me into the school to look at how they were
assessing her and whether they were motivating her.

Marcy's teacher told me:

"When I hold up a red piece of paper and I ask her what color it is
she doesn't say red - she can't tell me that it's red."

This was the first indication to me that the teacher did not understand
how to assess the child.

So what I did was walk over and pick up some blocks and I said to Marcy:

"Come over here.  Can you please point to the yellow block?"

She did indeed point to the yellow block and so I said:

"Great job you told me what yellow was, very very good".

The teacher pointed out to me that the blocks I had picked up only
consisted of two color so there was a 50% chance that Marcy would
get it right.

So I then picked out different colors and I would say:

"Okay Marcy I want you to come and touch the blue one."

She'd come over and she'd touch the blue one and then at some point
I'd hold the three blocks and then I'd say: "Oh my gosh Marcy I have so
many blocks in my hands I can't hold all of them can you please take
the blue one?"

And she would come over and she would take the blue block.

"Oh thank you so much for helping me, you took the blue block.
Thank you, thank you so much," I said to her.

[Give them what they need now]

The point is I would praise her and turn the exercise into a game.
Marcy would consistently select or remove the right color.

I informed the teacher that even though the child could not
expressively communicate the color i.e. she could not say this
is green, this is red, she was still aware of which color was which.

In other words she knows her colors receptively, but she has a hard
time expressively.

To further prove to the teacher that she knew her colors, I knew that
Marcy loved coloring and coloring books I then used markets.

In my experience, children prefer to use markers more than crayons.
I had worked with Marcy's speech therapist who said that if Marcy wanted
to use markers, she wanted Marcy to make a sound to acknowledge this.

So I had crayons in one hand and I had the markers in the other
hand and I asked Marcy "Do you want the crayons?"

Marcy shook her head to imply that she didn't want to use them.
I said to her that the word she wanted to use is "no". I drew it out
as I said it to encourage her to imitate it.

She did indeed say "no" and I have her a lot of praise for doing that.

I then asked her if she wanted markers? She shook her head up and
down and also said "yes".

I wanted to expand her vocabulary so I asked her:

"Can you say markers? Put your lips together and make the mmmmm
sound for markers". So I encouraged her to at least start making sounds
for the start of the word, and I showed her how to do it.

She did it, and I then struck a deal with her.

"I want you to listen to Teacher Sandy and do what Teacher Sandy says.
After that you can do colors the way you want to," I said.

She agreed to that, and I would then ask her to take the red marker
and color a drawing of a dress, red. I'd also ask her to take out the
blue marker and color the bow blue.

This was really important for the teacher who was able to see that not
only was Marcy aware of the different colors, receptively, she was able
to follow direction.

It was critical that after Marcy followed an instruction correctly, I gave
her a lot of praise, and that I also made the exercise fun and playful.

It was necessary to keep her engaged.


[Give them what they need now]

This real, practical example illustrates how important it is, when you
are testing a child, or if you are working with a therapist, to ensure
that the people working with your child understand this basic concept.

There is a lot going on within your child and they may have a difficult
time expressing themselves.

For a proven, step-by-step blueprint, with precise strategies to nurture
your child's development, I encourage you to give Ultimate AutismSolution
a 60-day test drive.


You have nothing to lose here. Even if you don't like the font of the
text in the practical exercise workbook, or you don't like the background
of one of the videos, you are fully guaranteed and can get a full refund.

No questions asked. That's set in stone.

Real parents are using the same techniques and seeing remarkable results.
Read their reviews here:

[Give them what they need now]